Most teachers have attended countless workshops that advocated new teaching methods, materials, or techniques in addressing special student populations. They politely listen as a series of presenters enthusiastically introduce their information in written and verbal form. They return to the classroom, fully intending to use their new skills, but perhaps feeling a bit anxious about their actual applications and ensuing results. This author believes that teachers, like students, must be both physically and mentally involved in the learning process for it to be successful and meaningful. As a former elementary school teacher who is working toward an endorsement in gifted education, the author had the opportunity to participate in the 2003 Baylor University Interdisciplinary Creative Problem Solving Conference. Rather than sitting passively and absorbing information presented, she actively participated in the creation and implementation of an interdisciplinary approach to curricular design based upon a creative problem-solving model. She found the experience invaluable because she physically and mentally progressed through the steps of interdisciplinary curricular design and watched them come alive. The primary purpose of the annual conference is to provide gifted secondary students with a forum to interact and address real-life problems while participating in a problem-solving curriculum (M. Witte, personal communication, June 4, 2003). However, the conference also provides teachers of the gifted with an opportunity to interact, design a curriculum, and implement it using the problem-solving process. (Contains 2 figures.)